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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: https://doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Understanding Contradictions the Microanalysis of the Test PISA12000 Tasks 1531

Zuckerman G.A.
PhD in Psychology, Professor, Leading Research Fellow, Psychological Institute of the Russian Academy of Education, Moscow, Russia
e-mail: galina.zuckerman@gmail.com

Ermakova E.V.
PhD student at the General psychology chair, Psychology faculty, State University “Higher School of Economics”, Moscow, Russia
e-mail: eka.ermakova@gmail.com

Kudina G.N.
PhD in Psychology, Leading Researcher, PI RAO, Russia
e-mail: pno@inbox.ru

Sokolova O.V.
Teacher of Literature, Moscow Linguistic Gymnasium No. 1513, Moscow, Russia
e-mail: pno@inbox.ru

Abstract
The article contains the data of two researches. The first – statistical – was carried out on the all data file, received with the help of test PISA-2000 in 32 countries. There is shown that modern Russian education, well enough providing the reproductive level of thinking and activity, does not provide the formation of more complex levels of schoolchildren competence development. The basic characteristics of the tasks demanding a high level of competence, are uncertainty, ambiguity, discrepancy, insufficient reliability of the information, presence of the alternative points of view. Two tasks of test PISA-2000 were selected experimentally to compare developing effects of three educational systems: modernized traditional, Valdorf's, D.B. Elkonin – V.V. Davydov. There was shown that educational system by D.B. Elkonin – V.V.Davydov has the greatest potential for development among the basic school graduates of such a competence as the skill to work with contradictions.

Keywords: developing effects of educational systems, competence, test PISA

Column: Educational Psychology

For Reference

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